Bridging family-teacher relationships for ELL and immigrant students:
"This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more"--
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
2021.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more"-- |
| Beschreibung: | 25 PDFs (370 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781799847137 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
MARC
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| 024 | 7 | |a 10.4018/978-1-7998-4712-0 |2 doi | |
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| 100 | 1 | |a Onchwari, Grace, |d 1972- |e author. | |
| 245 | 1 | 0 | |a Bridging family-teacher relationships for ELL and immigrant students |c Grace Onchwari and Jared Keengwe. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c 2021. | |
| 300 | |a 25 PDFs (370 pages) | ||
| 336 | |a text |2 rdacontent | ||
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| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 11/21/2020). | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers. | |
| 650 | 0 | |a Home and school |z United States. | |
| 650 | 0 | |a Immigrant students |z United States. | |
| 650 | 0 | |a Parent-teacher relationships |z United States. | |
| 650 | 7 | |a English language |x Study and teaching |x Foreign speakers |2 fast | |
| 650 | 7 | |a Home and school |2 fast | |
| 650 | 7 | |a Immigrant students |2 fast | |
| 650 | 7 | |a Parent-teacher relationships |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 700 | 1 | |a Keengwe, Jared |d 1973- |e author. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
| 776 | 0 | |c (Original) |w (DLC)2020025670 | |
| 776 | 0 | 8 | |i Print version: |z 1799847128 |z 9781799847120 |w (DLC) 2020025670 |
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| 912 | |a ZDB-98-IGB | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-98-IGB-00244549 |
|---|---|
| _version_ | 1804751461799690240 |
| adam_text | |
| any_adam_object | |
| author | Onchwari, Grace, 1972- Keengwe, Jared 1973- |
| author_facet | Onchwari, Grace, 1972- Keengwe, Jared 1973- |
| author_role | aut aut |
| author_sort | Onchwari, Grace, 1972- |
| author_variant | g o go j k jk |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC226 |
| callnumber-raw | LC226 .O53 2021e |
| callnumber-search | LC226 .O53 2021e |
| callnumber-sort | LC 3226 O53 42021E |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-98-IGB |
| contents | Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom. |
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| dewey-full | 371.19/2 |
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| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.19/2 |
| dewey-search | 371.19/2 |
| dewey-sort | 3371.19 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Onchwari, Grace, 1972- author. Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari and Jared Keengwe. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, 2021. 25 PDFs (370 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom. Restricted to subscribers or individual electronic text purchasers. "This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 11/21/2020). English language Study and teaching Foreign speakers. Home and school United States. Immigrant students United States. Parent-teacher relationships United States. English language Study and teaching Foreign speakers fast Home and school fast Immigrant students fast Parent-teacher relationships fast United States fast Keengwe, Jared 1973- author. IGI Global, publisher. (Original) (DLC)2020025670 Print version: 1799847128 9781799847120 (DLC) 2020025670 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-4712-0 Volltext |
| spellingShingle | Onchwari, Grace, 1972- Keengwe, Jared 1973- Bridging family-teacher relationships for ELL and immigrant students Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community -- Chapter 2. Digital storytelling with English language learning families -- Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships -- Chapter 4. Disruption through concientización: using a three-tier approach to family engagement through a VERDAD framework -- Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education -- Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences -- Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border -- Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program -- Chapter 9. Latinx and immigrant heritage language maintenance -- Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance -- Chapter 11. Parental engagement in school and educational programmes for immigrant learners -- Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities -- Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers -- Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA -- Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter? -- Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom. English language Study and teaching Foreign speakers. Home and school United States. Immigrant students United States. Parent-teacher relationships United States. English language Study and teaching Foreign speakers fast Home and school fast Immigrant students fast Parent-teacher relationships fast |
| title | Bridging family-teacher relationships for ELL and immigrant students |
| title_auth | Bridging family-teacher relationships for ELL and immigrant students |
| title_exact_search | Bridging family-teacher relationships for ELL and immigrant students |
| title_full | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari and Jared Keengwe. |
| title_fullStr | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari and Jared Keengwe. |
| title_full_unstemmed | Bridging family-teacher relationships for ELL and immigrant students Grace Onchwari and Jared Keengwe. |
| title_short | Bridging family-teacher relationships for ELL and immigrant students |
| title_sort | bridging family teacher relationships for ell and immigrant students |
| topic | English language Study and teaching Foreign speakers. Home and school United States. Immigrant students United States. Parent-teacher relationships United States. English language Study and teaching Foreign speakers fast Home and school fast Immigrant students fast Parent-teacher relationships fast |
| topic_facet | English language Study and teaching Foreign speakers. Home and school United States. Immigrant students United States. Parent-teacher relationships United States. English language Study and teaching Foreign speakers Home and school Immigrant students Parent-teacher relationships United States |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-4712-0 |
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